This dissertation presents research on the way in which learners focus on grammar in task-based language teaching (TBLT).
Such a focus on grammar during meaningful task performance is called a Focus on Form (FonF). For this PhD research project
we conducted three experimental studies which investigated the effect of different instructional focus on form strategies
on learners’ accurate use of German grammatical structures in a task-based language teaching environment. The thesis contains
six chapters: an introduction (chapter 1), a theoretical framework on focus on form in task-based language teaching (chapter
2), followed by three reports of empirical studies (chapters 3, 4, 5), and a discussion chapter (chapter 6).

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